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A blended learning approach for teaching computer programming: design for large classes in Sub-Saharan Africa
2014
Computer Science Education
The challenge of teaching programming in higher education is complicated by problems associated with large class teaching, a prevalent situation in many developing countries. This paper reports on an investigation into the use of a blended learning approach to teaching and learning of programming in a class of more than 200 students. A course and learning environment was designed by integrating constructivist learning models of Constructive Alignment, Conversational Framework and the
doi:10.1080/08993408.2014.897850
fatcat:ka4ullkokzfv3c6lymlo5f7dtm